The Effects Of Adult Praise On Children

Kohn’s first reason is that praise is used to manipulate the children. Kohn says that praise is “sugar-coated control” (Kohn, 110, 2001) adults use to pressure their child into good behavior. Kohn’s second reason is that praising children creates “praise junkies” (Kohn, 111, 2001). He believes that the child will no longer perform an activity for the proper reasons, instead of doing a difficult task to be able to say that they could their motives altered to only desire the

Indeed, from this article we recognize that the children will gain success when everybody encourages their effort and shouldn’t emphasize inborn talent. Effort counts more than innate ability.

Yet, she is filled with the sense of being a part of something important.  "It seemed to me that work . . . done out of doors, and in my father's service, was ritualistically important" (113).  She is contributing to the family income in her own way when each year she rakes the grass, carries water for the foxes, or cleans the watering dishes.  Her father may be stern, but he is proud of his tom-boy.  He remarks to a passing salesman, "Like to have you meet my new hired man." This praise from her father fills her with delight, "I turned away and raked furiously, red in the face with pleasure" (112).  Children need praise from their parents like they need food.

For this to be most effective, it is important that children understand why praise is given. And that the praise is given when the child has done something right like sharing.

Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities (Cherry 2014).

When it comes to the topic of having a growth mindset, most of us will readily agree that students who are praised are motivated to learn. Where this agreement usually ends, however, is on the question of how they are praised. Whereas some are convinced that praising students for their intelligence will motivate them to learn, others maintain that encouraging them for their efforts has a better impact on their motivation.

Descriptive praise also comments on what the child has done wrong. Although this may appear to decrease a child’s self-esteem and confidence, in reality it allows them to reflect upon their mistakes, pushing themselves further in order to be appreciated. Without recognition a child feels the need to work towards the incomplete task in order to receive praise, encouraging themselves eventually increasing self-confidence after being praised. Gradually children will become aware of the expectations that are expected of them, comprehending that they have the ability to achieve great heights when they are determined. This motivation allows children to approach situations in the future with a positive attitude as they will take on any task with the mindset to complete it to the best of their ability allowing for success. Certain words of encouragement such as “you're not complaining about the food” or “you tasted the peas. That was brave” can influence a child’s behavior positively. This form of communication is not only a way for parents to motivate them, but also a way for them to realize on their own the various expectations parents have for children; thus better understanding their view on situations. As children are constantly praised for the same things they feel the need to go above and beyond what is expected of them portraying to both themselves and parents that they are aware of expectations. Once children are aware of

In the feature article “Brainology”, the author, Carol Dweck explains that there are consequences of praising children for their work, they is also different types of mindsets that enable a person’s development. She focuses on two types of mindsets. The first mindset is fixed where a person believes that if she or he is smart, they don’t need to put effort to be successful. The author explains on page 3 of the article that sometimes society encourages this mindset by using words such as smart , intelligent which sometimes creates confidence , however, when the assignment gets difficult then a fixed mindset person loses confidence so they stop working hard to complete the task. The second mindset is when a person believes that working hard to

Praise is not bad, however, Bronson suggests that rather than praising students with this “blanket praise” they should be given specific praise on individual attributes. By offering praise

From a brief meeting (permitted by her mother-no mother present), D praise herself for achieving high grades and set attainable goals than both of her older brothers. She does not appear to display any visible disability nor needed any assistance in getting her points across.

The child develops a sense of pride and competence in new skills they learn (Huffman, Younger, & Vanston, 2010). For example, this accomplished by being confident that they score a goal when they play soccer, spelling a word correctly or putting shape blocks in the correct place. A sense of pride may be felt when they contribute to society (Huffman, Younger, & Vanston, 2010). Opening a door for others, fundraising by selling chocolate bars, volunteering in the community are some examples of how the child can feel this pride. The

There has been a growing concern for whether and when praise is a more helpful or harmful strategy in motivating people. In recent years there have been many studies performed in order to further our knowledge. There are many factors that attribute to whether or not praise can motivate people.

Praise given needs to be uplifting and confidence boosting because the child will be more motivated to try harder and do better.In the article “Motivating children” by Leah Davis explains, “Provide a caring, supportive environment where children are respected and feel a sense of belonging”(Leah Davis). The author is trying to say that parents praise should make the child feel good about themselves. When a child feels encouraged then they will be motivated to do better. Praise needs to make a child want to do better and grow from mistakes. Other people think that the more praise the better. They think it is better to give more praise because it makes the parent feel good about them selve and the child will be motivated. In the paragraph Help Kids Feel Good About Themselves states, “Kids who feel good about themselves are less likely to be pressured into doing things they don’t want to do”(Diane Ryles). Kids need to feel good about themselves in order to do well and work hard. Children need to be motivated so when they get to the top they continue to work just as hard. Parents need to make themselves make sense so the child will understand. Another way of thinking about this is that kids need to be given a good mindset. Some people think that kids need to have a good mindset to improve at anything. When a child has a growth mindset they are more likely to

The positive effects of adult support for children can be witnessed as children gain confidence and show an increased level of self-esteem. These positive effects are reinforced when encouraged and given praise for their achievements from teachers, parents, carers, and other adults.

Although praise is one of many forms of positive reinforcement, it is by no means the only or even the best choice when working with young children. Educators often use praise interchangeably with positive reinforcement when indeed an important distinction must be made between the two (Strain & Joseph, 2004). Consistency is very important when interacting with a child. One must stick to the rules once they’ve been made, and don't allow the child to do something one day and then not let them do it the next. Don't confuse a child with unimportant decisions, and remember that it's often necessary to tell a child something more than one time. Speak clearly, and make sure that what you've said is understood. Above all, always maintain a positive attitude, because it's a sure bet that they will be imitating you.